a resource: social support (we can rely on other people and they help us)Does social support change perception?
Experiment 2:
Yes, just bringing to mind that you have certain social resources available changes perception.

Social power: controlling resources for other people
Experiment 3:
Roughly, how heavy is this box? Tell us in lbs.
(a group previously thought of a time when they were powerful, when they were in charge of things, when other people were relying on them)

it is MOST LIKELY that the major motivation would be the physiological needs rather than any others. A person who is lacking food, safety, love, and esteem WOULD MOST PROBABLY hunger for food more strongly than for anything else.

One reason for the clearer appearance of the threat or danger reaction in infants, is that they do not inhibit this reaction at all, whereas adults in our society have been taught to inhibit it at all costs.

The tendency to have some religion or world-philosophy that organizes the universe and the men in it into some sort of satisfactorily coherent, meaningful whole is also in part motivated by safety-seeking.
Here too we may list science and philosophy in general as partially motivated by the safety needs (we shall see later that there are also other motivations to scientific, philosophical or religious endeavor).
[c.f. https://franzcalvo.wordpress.com/2013/04/22/our-faith-in-science]

The way we move affects our thoughts, our decisions, and even our preferences for particular products. Called “embodied cognition,” this new science—of which Beilock is a foremost researcher—illuminates the power of the body and its physical surroundings to shape how we think, feel, and behave.

Beilock’s findings are as varied as they are surprising. For example, pacing around the room can enhance creativity; gesturing during a speech can help ensure that you don’t draw a blank; kids learn better when their bodies are part of the learning process; walking in nature boosts concentration skills; Botox users experience less depression; and much more. From the tricks used by advertisers to the ways body language can improve your memory, …

This study describes an experiment in which young children read a passage and manipulate plastic figures so that they can portray the actions and relationships in the passage. By manipulating the figures, the children get a structured, embodied experience with a clear goal (portray the action in the text). After some practice doing this, the children were asked to simply imagine manipulating the figures. This is a request to engage in simulation in their heads. As a posttest, the children read a final passage without any prompting.

Children who completed the sequence of embodied experience then simulation were better at remembering and drawing inferences about the new passage, as compared to children who received no training. They were better as well, compared to children who were instructed to only imagine the passage.
And, most interestingly, they were better compared to children who manipulated the figures without the intermediate instructions to imagine manipulating.
Encouraging simulation through the initial use of physical enactment helped the children learn a new reading comprehension strategy, namely a strategy whereby they called on their experiences in the world to build simulations for understanding a text in specific ways.

cited by:
Gee, James Paul. “Learning and Games.”
The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 21–40.https://franzcalvo.wordpress.com/2015/11/01/the-ecology-of-games